Learning to think in a second language: effects of proficiency and length of exposure in English learners of German

The aim of the current study is to investigate motion event cognition in second language learners in a higher education learning context. Based on recent findings showing that speakers of grammatical aspect languages like English attend less to the endpoint (goal) of events than speakers of non-aspect languages like Swedish in a nonverbal categorization task involving working memory (Athanasopoulos & Bylund, 2013; Bylund & Athanasopoulos, this issue), the current study asks whether native speakers of an aspect language start paying more attention to event endpoints when learning a non-aspect language. Native English and German (a non-aspect language) speakers, and English learners of L2 German, who were pursuing studies in German language and literature at an English university, were asked to match a target scene with intermediate degree of endpoint orientation with two alternate scenes with low and high degree of endpoint orientation, respectively. Results showed that, when compared to the native English speakers, the learners of German were more prone to base their similarity judgements on endpoint saliency, rather than ongoingness, primarily as a function of increasing L2 proficiency and year of university study. Further analyses revealed a non-linear relationship between length of L2 exposure and categorization patterns, subserved by a progressive strengthening of the relationship between L2 proficiency and categorization as length of exposure increased. These findings present evidence that cognitive restructuring may occur through increasing experience with an L2, but also suggest that this relationship may be complex, and unfold over a long period of time.

Individual differences in early language learning: a study of English learners of French

The present longitudinal study examines the interaction of learner variables (gender, motivation, self-efficacy and first language literacy) and their influence on second language learning outcomes. The study follows English learners of French from Year 5 in primary school (aged 9-10) to the first year in secondary school (Year 7 aged 11-12). Language outcomes were measured by two oral production tasks; a sentence repetition task and a photo description task both of which were administered at three time points. Longitudinal data on learner attitudes and motivation were collected via questionnaires. Teacher assessment data for general first language literacy attainment were also provided. The results show a great deal of variation in learner attitudes and outcomes and that there is a complex relationship between first language literacy, self-efficacy, gender and attainment. For example, in general, girls held more positive attitudes to boys and were more successful. However, the inclusion of first language ability, which explained 30-40% of variation, shows that gender differences in attitudes and outcomes are likely mediated by first language literacy and prior learning experience.

An English grammar: in which the principles of the language are methodically arranged, and practically illustrated; with examples for parsing, and questions for examination. Designed for schools, academies, and private learners,

Mode of access: Internet.

English grammar in familiar lectures : accompanied by a compendium : embracing a new systematick order of parsing, a new system of punctuation, exercises in false syntax, and a system of philosophical grammar in notes : to which are added an appendix and a key to the exercises : designed for the use of schools and private learners /

Mode of access: Internet.

Introduction to the English reader; or, A selection of pieces, in prose and poetry, calculated to improve the younger classes of learners in reading, and to imbue their minds with the love of virture. To which are added, rules and observations for assisting children to read with propriety.

First edition published at York, Eng., 1801.

Introduction to the English reader, or, A selection of pieces in prose and poetry : calculated to improve the younger classes of learners in reading and to imbue their minds with the love of virtue : to which are added, rules and observations for assisting children to read with propriety /

Mode of access: Internet.

English grammar in familiar lectures : accompanied by a compendium; embracing a new systematick order of parsing, a new system of punctuation, exercises in false syntax, and a system of philosophical grammar in notes: to which are added an appendix, and a key to the exercises: designed for the use of schools and private learners /

Mode of access: Internet.

English grammar in familiar lectures, accompanied by A compendium; embracing a new systematick order of parsing, a new system of punctuation, exercises in false syntax, and a system of philosophical grammar in notes: to which are added an appendix, and a key to the exercises: designed for the use of schools and private learners.

Mode of access: Internet.

English grammar in familiar lectures : embracing a new systematic order of parsing, a new system of punctuation, exercises in false syntax, and a system of philosophical grammar to which are added a compendium, an appendix, and a key to the exercises : designed for the use of schools and private learners /

Mode of access: Internet.

The economy of human life : translated from an Indian manuscript written by an ancient Bramin : to which is prefixed, an account of the manner in which the said manuscript was discovered, in a letter from an English gentleman residing in China to the Earl of *******.

Generally attributed to Robert Dodsley. The Dictionary of national biography attributes Part I to Philip Dormer Stanhope, Earl of Chesterfield, and Part II to John Hill.

Sequel to the English reader : or, Elegant selections in prose and poetry : designed to improve the highest class of learners in reading, to establish a taste for just and accurate composition, and to promote the interests of piety and virtue /

Mode of access: Internet.

Teaching English to young learners in Europe:teachers' attitudes and perspectives

The introduction of languages into the primary curriculum has been the major development in language-in-education policy around the world over the last 20-25 years. In the vast majority of countries the language taught is English and it is being taught at an ever-earlier age. A relatively large amount of research has been carried out in Asia into teaching English to young learners (TEYL) from the point of view of language policy and planning and of policy implementation, especially in terms of the gap between policy and practice caused by the introduction of new methodologies such as communicative language teaching. However, to date far less research has been carried out into the situation in Europe, particularly concerning the attitudes of those most closely involved in policy implementation - the teachers themselves. This chapter examines the attitudes of teachers in six European countries (Italy, Latvia, Macedonia, Poland, Spain and Ukraine), uncovering the challenges they face and the changes they would like to see enacted to improve English language learning and teaching in their countries. The implications for policy, planning and teacher education are also discussed.

Exploring Seventh Graders’ Perceptions of the Picture-word Inductive Model to their English Narrative Writing in China

In this exploratory study, the researcher interviewed 30 seventh graders in China about their perceptions of the newly tried method, Picture-word Inductive Model (PWIM), to their English narrative writing. Many student participants listed and exemplified positive influence of PWIM on their narrative writing in and from the PWIM trial.

Reported missing - learners in SLA/EFL research

Versão integral da revista no link do editor

The beginnings of porcelain in China, by Berthold Laufer... with a technical report by H.W. Nichols... Twelve plates and two text-figures...

v.15:no.2(1917)